WIL_LS Program_3-5_2026-2027

LOWER SCHOOL

(upper elementary 3-5)

Curriculum Guide 2026-2027

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Lower School // //Primary Upper Elementary DK-2 @ The Willows OUR WILLOWS UPPER ELEMENTARY students grow and learn through the years on a single DK-8 campus in a balanced yet academically challenging, creative environment. We believe, and research supports, that both academic achievement and emotional intelligence are essential to a student’s education. So, each year of our integrated program is designed to promote both the academic and social-emotional growth of our students.

Our Upper Elementary students are capable, adventurous, and thoughtful.

Our third, fourth, and fifth graders grow through these three transitional years into developing leaders and critical thinkers, ready to take on the challenges of Middle School with confidence.

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Philosophy & Goals Grades three through five are important transitional years in the lives of our students. Pre-adolescence is marked by a yearning for greater independence, and yet students at this stage still need guidance in making wise choices and understanding the needs of people both within their community and beyond.

The goals of The Willows’ Upper Elementary program are: • to challenge students and support their growth through an academic program that is rigorous, relevant, and responsive to individual differences • to promote an increased sense of independence through encouraging a risk-taking and growth mindset across the curriculum • to develop a greater sense of personal responsibility and awareness about their needs within the context of the needs of the community We strongly believe that communication between parents and faculty helps to foster children’s growth. We keep parents aware of Lower School events through newsletters, evaluations, phone calls, emails, and regular updates on our website.

Our hope is that parents feel well-informed about their child’s school experience and increasingly comfortable in their evolving relationship with their child. We appreciate the support of our parents and look forward to developing strong relationships with them.

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Course Descriptions LANGUAGE ARTS

The focus of the Language Arts program in grades three through five is on building upon the foundational skills in reading, writing, listening, and speaking that began in the primary grades, and supporting students as they transition from learning to read and write to reading to learn and write to effectively communicate ideas and understanding. The focus is on deepening comprehension. Students read increasingly complex texts with challenging themes and vocabulary, and receive guidance as they read independently and within teacher-led and student-led book groups. The writing program encourages students to write at length in various genres, and to move deftly through each stage of the writing process, incorporating the feedback of their teachers and peers.

Upper Elementary students build on the foundation provided by the Sound Steps to Reading and From Sound to Spelling programs in grades K-2, using their extensive understanding of sound/letter relationships in both reading and writing activities. Third through fifth grade classrooms utilize The Reading and Writing Project developed by Mossflower. The goal is not simply to create students who read and write, but students who ARE readers and writers.

Students practice reading texts at their independent level, read in teacher-guided book groups, write original pieces, and receive feedback and guidance from teachers towards producing a clear message.

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The skills listed below are a sampling of some of the main expectations we have for our 3-5 students in reading and writing. Assessments are ongoing, and students acquire skills and proficiency at different rates.

READING 3

•D evelop routines for independent reading and book clubs •R etell stories using proper sequence of events

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• Demonstrate greater comprehension across various genres

• Demonstrate greater comprehension of historical texts in discussions and in writing

• Use higher level comprehension skills such as inferencing

• Develop critical thinking and inference skills to provide evidence for conclusions made about texts

WRITING 3

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•D evelop voice in expository writing, such as persuasive essays

• Develop increased ability to revise and edit writing before seeking teacher assistance • Develop strong informational writing skills through report writing, research, and historical perspective-taking

• Develop a strong, independent writing voice in personal narrative, persuasive writing, and other expository writing

• I ncrease focus on revision as students take pieces through the writing process •D evelop the skill of depicting emotions in narrative writing

• Revise narratives and essays independently to create a clear, effective message

A sampling of literature studied:

3rd GRADE

4th GRADE

5th GRADE

From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsberg

There’s a Boy in the Girls Bathroom by Louis Sachar

Crossover by Kwame Alexander

Frindle by Andrew Clements Save Me a Seat by Gita Varadarajan and Sarah Weeks

Bandit’s Moon by Sid Fleischman Riding Freedom by Pam Muñoz Ryan

When You Reach Me by Rebecca Stead Chains by Laurie Halse Anderson Ghost Boys by Jewell Parker Rhodes

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MATHEMATICS

The focus of the mathematics program in the Upper Elementary grades is on building upon the solid foundational understanding of number sense, geometry and measurement, and statistics and probability established in the primary grades. Our math curriculum is primarily driven by the University of Chicago’s Everyday Mathematics program, which provides extensive, research-based activities differentiated for a variety of learning styles. Our teachers have also been trained in Cognitively Guided Instruction (CGI), an approach to teaching mathematics that encourages listening to children’s mathematical thinking and using it as a basis for instruction. Our Upper Elementary math curriculum continues to encourage students to explore strategies for building conceptual understanding and solving problems, and also supports a greater understanding of how mathematics is interwoven into other related disciplines such as science and maker.

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The skills listed below are a sampling of some of the main expectations we have for our 3-5 students in mathematics. Assessments are ongoing, and students acquire skills and proficiency at different rates.

NUMBER SENSE 3

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• Count, read, write, compare, and order whole numbers up to 10,000

• Count, read, write, compare, and order whole numbers up to one million and decimals to 3 places

• Read, write, compare and order whole numbers, fractions, mixed numbers, and decimals

• Utilize strategies for multiplying and dividing multi-digit numbers

• Explore relationships between decimals, fractions, and percents

• Develop strategies for adding and subtracting fractions, mixed numbers, and decimals

• Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers

• Recall basic multiplication facts and utilize strategies for multiplying and dividing 1 and 2-digit numbers • Develop strategies for adding, comparing, and estimating fractions

GEOMETRY/MEASUREMENT 3

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• Identify properties of polygons and related concepts (line, line segment, ray and angle)

• Measure using centimeters, inches, feet, yards, and to the quarter inch

• Measure with a ruler to the half-inch

• Convert inches to feet and centimeters to meters

• Develop strategies for estimating and measuring area and perimeter

• Find area and perimeter of different types of polygons

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• Calculate area, perimeter, and volume of 2D and 3D shapes • Compare and classify polygons by attribute, and develop understanding of congruency • Measure volume

• Measure mass

PROBABILITY AND STATISTICS 3

• Collect and organize data using bar and line graphs

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• I nterpret and compare different sets of data •C ompare the likelihood of two events

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• Organize and display single-variable data in appropriate graphs including stem and leaf plots, circle graphs, bar graphs, and line lots • Compute and compare simple examples of mean, median, and mode

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SCIENCE

Upper Elementary students at The Willows build on the foundational concepts explored in the primary grades in order to develop scientific skills related to inquiry, observation, data collection and interpretation, and research. Students use the scientific method as they formulate hypotheses, conduct experiments, and form conclusions based on evidence. The Lower School science curriculum is based on the concepts and skills suggested by state and national standards and is incorporated into several interdisciplinary thematic units throughout the school year (listed below).

Science in the Upper Elementary grades encourages students to begin to understand how various interrelated systems on Earth and our universe work. More extensive experience is provided with data collection and interpretation, as well as research opportunities on several topics within one unit of study.

THEMATIC UNITS

3rd GRADE

4th GRADE

5th GRADE

• States of Matter

• The Solar System

• Energy, Electricity, and Circuits

• Landforms

• Force and Motion

• Ecosystem

• Weathering/Erosion

• Animal Adaptations

• Plant Biology

• Water Cycle

Our science goals for 3rd-4th grade include: • Recording predictions • Following oral and written instructions to complete experiments • Recording detailed observations with notes and drawings • Using data gathered during observations to draw conclusions • Predicting and drawing inferences based on observations • Distinguishing between observations and inferences • Using scientific tools to gather information (microscopes, magnifying glasses, ProScopes) • Working effectively in cooperative groups Our science goals for 5th grade include: • Recording detailed, careful observations with notes and drawings • Differentiating between observation and inferences • Drawing logical conclusions based on observations and test results • Beginning to support conclusions with evidence from test results and observations • Applying methods and concepts to new situations • Using scientific tools to gather information (triple beam balance scale, beakers, pitches, graduated cylinders) • Working effectively in cooperative groups 9

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SOCIAL STUDIES

In the Upper Elementary grades, our social studies curriculum builds on the foundational concepts related to community explored in the primary grades, and begins to expand its scope to include more in-depth studies of local, state, and national issues related to the past and present. A focus is placed on developing critical thinking skills and understanding history.

The Lower School social studies curriculum is based on the concepts and skills suggested by state and national standards, and, like science instruction, is incorporated into several interdisciplinary thematic units throughout the school year (listed below). In addition, field trips are integrated into the units of study.

In order to strengthen connections to the values of our local communities and engage students in the concepts of the curriculum on a deeper level, each grade level participates in a community service project in partnership with a local service organization. 3rd-5th graders partner with an organization called Culver City Backpacks for Kids, which works to solve weekend food uncertainty issues throughout Culver City schools.

THEMATIC UNITS

3rd GRADE

4th GRADE

5th GRADE

• Current Events

• Geography

• Identity

• American Indigenous Cultures

• Immigration

• Perspective-Taking

• Los Angeles

• The Development of Early California

• Revolutionary War

• Mexican-American War

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• U.S. Constitution • 5-Day Boston Trip

STEAM2 // MAKER AND TECHNOLOGY Wendy Amster, Cooper Ballantine, Doug Klier, Carl Lyons, Carlos Zarate, Willows Faculty

At The Willows, we have long embraced technology as a tool for learning, promoting the idea that students use technology to be more creators than consumers. Further, our interdisciplinary, project-based approach has long valued integrating technology into all disciplines and classrooms.

Inspired by the design thinking work from Stanford University’s d.school as well as our ongoing work with maker and our maker spaces on campus, we believe our approach to interdisciplinary learning can best be summarized as STEAM2 – incorporating Science, Technology, Engineering, Art, Math, and Maker into a myriad of projects and schoolwide efforts.

The Willows has a 1:1 device program school wide. We are 1:1 iPad DK-2 and 1:1 laptops 3-8, and a variety of other technology-related tools are available in classrooms and in shared maker spaces, including: • iPads and laptops • digital cameras • green screen, tripods, and other accessories for movie creation • 3D printers and pens • Smart Cutting machines and laser cutters A sampling of schoolwide focus areas includes: • Media Literacy: guiding students towards the questions they might ask about the media and exploring ways to create their own media • Robotics: Kibo, Bee Bots, Blue Bots, Cubelets, Ozobots, Cubetto, Finch, Hummingbird, Lego, micro:bit and more • Engineering using a variety of reusable and consumable materials • Programming and coding • Digital art, animation, and movie creation • Circuitry • Safe use of tools and resources within makerLabs • Woodworking

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ROBOTICS CONTINUUM

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BeeBots // DK-2

Scratch // 2-8

BeeBots, Lightbot Hour, as well as BlueBots, introduce our youngest students to the basics of programming as a written language. They begin basic programming (forward, backward, turn right, or left) in developmental kindergarten or kindergarten by entering a series of commands and pressing a button to execute the program going from point to point. They plan, revise, and execute. Next, they navigate mazes and learn to solve challenges.

Scratch is a programming environment used by millions of users worldwide to create interactive stories, games, and animations. Teachers use Scratch to help students design creative curricular projects, build computational thinking skills, and connect various STEAM disciplines. For example, 2nd graders have used Scratch to create interactive ocean environments as part of their yearlong oceans exploration.

Lego Spike Prime // 5-8

Hummingbird:bit // 5-8

The Lego Spike Prime offers our students a snap-together robotics system to work as engineers designing from the ground up and programming using block-based and Python coding. Students build, program, command, and control the robots to travel in straight lines, make turns, and pick up blocks. Students think creatively and reason systematically as they use Spike Primes. The Middle School Robotics Team builds and programs the Spike Prime robots to autonomously complete tasks during competitions.

Students use micro:bit with Hummingbird robotics kits and MakeCode programming language to create a robot that would interact with its environment using sensors, motors, and lights. For example, one group created a light up sign to let you know if a classroom was occupied or empty so as not to interrupt a class.

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SAMPLE INTERDISCIPLINARY PROJECTS // SKILLS DEVELOPED 3

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INDIGENOUS PEOPLES:

PHYSICS: roller coaster design

STORIES OF AMERICA: a

indigenous tribe research project

project

• Book and article research

• Construct and test marble-run roller coaster • Incorporate physics concepts to display understanding of potential and kinetic energy • Record and edit video advertisements to highlight concepts and special features of the design

presentation of various perspectives during colonial times where The Willows Community visits and interacts with students presenting information in creative ways to show many stories of America

• Digital literacy: accessing online databases • Extracting, interpreting, and classifying key information • Informative writing • Comparing and contrasting cultures through reading, discussions, and hands-on MAKER projects • Presentation skills

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• Research • Project based learning • Presentation skills • Technology • Hands on MAKER projects

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UPPER ELEMENTARY MUSIC PROGRAM Greg Blum, Liza Monjauze, Rina Schloss, Mike Stocksdale

Every Willows student is a musician. We want every student to develop the foundational skills to make and enjoy music. A wide variety of opportunities support this goal — from singing and playing, to understanding and creating, to appreciating and performing.

The Music Studio - A vibrant, Mini “Orffestra” In grades 3–5, students build on the experiential, collaborative, and multicultural musical journey they began in earlier grades. Continuing to use the Orff-Schulwerk approach as a guide, our upper elementary students begin learning the theoretical foundations behind the music they play. While hands-on, learning-by-doing remains central to upper elementary music, students also begin learning to read and write music.

We engage students in conversations about how music can tell a story, express emotion, and reflect cultures from around the world. Students deepen their personal expression, build bonds with classmates, and take healthy risks by performing for others.

Recorder and Ukulele Building on their musical foundation and experience with Orff instruments, upper elementary students take on more sophisticated musical experiences. Third graders are introduced to the recorder, and fifth graders begin instruction on the ukulele. Learning a new instrument helps students extend their music-reading skills and build a growing repertoire of songs.

Electronic Music Third through fifth grade students meet once a week in our Electronic Music Lab, where they compose and record original music using Logic Pro. With teacher direction, students put virtual instruments into action, working individually and collaboratively to explore the musical elements and musical articulation. They gain a foundational understanding of music theory and composition in this dynamic class.

Choir Our outstanding choral program includes three choirs spanning kindergarten through eighth grade. The Willows Upper Elementary Choir is open to students in 3rd–4th grade, offering students the experience of developing their singing voice in a large group setting and sharing their work with an audience. Choir extends students’ musicianship as they encounter a variety of musical styles and learn to sing in unison and venture into 2-part harmony. The choir performs each year at our Winter Showcase and Family Arts Night.

VISUAL ART Kristy Acero, Jean Magers, Christian Isbell, Marina Weiner

Our visual art classes aim to develop understanding and enjoyment of art, and to encourage students to observe, record, and wonder about the world around them. Art is a way to process thinking about our world.

Students discover techniques and skills to express themselves visually. Projects often connect with other areas of the curriculum, the school-wide theme, our social-emotional program, world events, and cultural celebrations.

We will begin this year exploring the school-wide theme of “Innovate,” leading students in challenging observational drawing exercises designed to develop their hand-eye coordination and artistic perseverance. We 17

aim to develop students’ visual literacy through on-going discussion about their own work and that of others.

Visiting art galleries and museums incorporates first-hand study of artwork from different cultures and time periods. A wide range of media is explored including painting, drawing, textiles, digital media, ceramics, sculpture, printmaking, and photography. We place as much emphasis on the artistic and creative process as the final product. Whether working collaboratively or individually, our goal is to empower students to see, to feel, and to create.

DRAMA Liza Monjauze, Willows Faculty

Through drama, students build awareness and empathy, sharpen perception and cognition, learn to shape language and movement, and grow more comfortable performing in front of others. Drama and performance opportunities are woven into the classroom curriculum to spark the imagination and honor each child’s creative voice. Through integration with classroom curriculum, 3rd and 4th graders each rehearse and perform a curriculum-based play. 5th graders can also take part in musical theatre productions with Middle School students through the elective program.

DANCE Marissa Weiss

Dance is a key component of our Performing Arts Program for Upper Elementary students, offering them an opportunity to express themselves creatively through movement while boosting confidence. Dance performances are integrated into school life. Dancers often collaborate with music students who sing or play instruments and with art students who create costumes. Willows dancers perform throughout the year at special school functions and community events such as Poetry Night, Family Arts Night, and Grandparents’ Day. The annual Celebration of Dance is a culmination of the year in dance.

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Students of all skill levels participate in dance through weekly P.E. classes starting in 5th grade and Enrichment classes in 3rd to 5th grade.

POETRY Deb Studebaker, Willows Faculty

In 3rd-5th grades, poetry combines the excitement of self-expression with a growing sense of craftsmanship. By Upper Elementary our students are used to reading and writing poetry, so we can dive into elements like rhythm, repetition, voice, and economy of language. Movement warm-ups jumpstart creative thinking and facilitate the flow of words and feelings onto the page.

Each week, poets are encouraged to share their work aloud. This practice nurtures social-emotional-cognitive skills as students listen with attention, embrace their own ideas and those of their classmates, and give precise, positive feedback. Editing and revision highlight an attention to themes and details, and classroom teachers continue to explore poetry with their students once this five-week unit is complete.

Every student has an individual poem published in the school poetry anthology, which coincides with Poetry Night/ Week—a beloved Willows tradition. At this very special event, each grade level performs on stage, and then students return to their specially-decorated classrooms to read individual poems and celebrate their success!

ORGANIC GARDENING Willows Faculty

The Willows Gardening program takes our students on a journey from seed to table and beyond. The program augments our science curriculum and enhances our students’ experience with the natural environment and the

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cycle of life. The organic curriculum is as much about learning to grow vegetables such as broccoli, carrots, chard, beets, peas, lettuce, and kale as it is about providing students with a deep connection to understanding where their food comes from and an awareness of the impact each of us has on our planet’s resources.

Goals of the program are to leave children with the magic and thrill of the natural world, teaching them that there is so much happening underneath the surface and when we care for that, the possibilities are endless.

The gardening curriculum, taught in a developmentally appropriate way for DK-5th grade, is most definitely experiential with our students getting their hands dirty and tasting the delicious vegetables, fruits, and herbs the garden produces.

It includes the study of planting and caring for seedlings, sowing and harvesting, seed saving, seed starting, germination, worm farms, composting, beneficial bugs, garden pests, companion planting, pollination, edible flowers, life cycles of plants and trees, evergreen and deciduous trees, and crop rotation. In addition, students learn about different cultures and foods grown and eaten in different parts of the world.

Walk by our garden during a class and you are also sure to see students measuring or drawing pictures. This documentation of the garden is an integral part of the gardening curriculum, which teaches the life cycle of plants and trees. Students map and measure the garden throughout the year in developmentally appropriate ways for each grade level. They draw the garden in fall, winter, and then in spring when the plants are in full bloom to see a full growth cycle.

The garden also illustrates the integration of our classroom curriculum. For example, students in first grade connect composting and vermiculture with their study of the forest floor, and fourth graders use indoor grow boxes to model gardening in space. These hands-on connections to the garden enhance students’ understanding of their units of study and engage them to, literally, dig deeper.

Students in the gardening program grow, weed, harvest, and cook their way through each year, helping students see the full picture of seed to table. By tending and nurturing the garden, and taking a seed and helping it grow, a student can see what is possible for all of us.

PHYSICAL EDUCATION Marc Weiss, Braulio Archer, Brevin Archer, Jordan Weiss

The Physical Education Program at The Willows is designed to develop and strengthen students’ athletic skills while promoting self-confidence, sportsmanship, and a healthy lifestyle. Students participate in P.E. classes, receiving a combination of whole group, small group, and individual instruction to best meet each individual’s needs.

Throughout the year, students participate in activities that strengthen motor skills and foster team spirit. We emphasize the importance of personal health and encourage students to focus on lifetime activity skills. Our goal is for students to develop both skill and confidence–important tools that students need to remain physically active and healthy throughout their lives.

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In 3rd-5th grade, students reinforce skills learned in previous years and build new skills. At this age, we believe students are ready for structured, healthy competition, and to that end emphasis shifts to team sports and activities, while still providing students opportunities to practice manipulative skills (throwing, passing, catching, etc.) in isolation.

Students from The Willows have the opportunity to compete against other Los Angeles schools. Beginning in fourth grade, students are encouraged to participate in after-school sports regardless of previous experience or expertise.

Our “everyone plays” philosophy for Lower School physical education classes also applies to after-school sports.

In the fourth and fifth grades in particular, we emphasize participation and the fundamental skills of each sport.

Our goal is to promote cooperation, team spirit, fun, and good sportsmanship.

LIBRARY Kate Rao, Stephanie Vahedi, Chaysen Olshansky

Our Library is at the heart of our campus, a hub for collaborative and cross-disciplinary learning. With more than 27,000 resources including books, playaways, on-line audio books, ebooks, e-readers, and online databases, the library program is sequentially integrated with each grade level’s curriculum.

Third, fourth, and fifth graders visit the library weekly for activities that foster a love of reading, enhance knowledge of library resources, and refine information literacy skills. Students enhance their research skills through projects tied to classroom topics like Los Angeles neighborhoods, space, California animals, and early American history.

Our library goals for third, fourth, and fifth graders include: • Understanding book genres • Mastering the library catalog • Refining database research skills • Exploring and developing a love for novels • Learning how to cite sources with Noodletools • Understanding how to use LibGuides as a research tool • Developing writing strategies that avoid plagiarism and copyright infringement • Being able to evaluate websites for accuracy of information • Learning how to search the internet for reliable information • Preparing students for middle school research projects There is an “open door” policy for 3rd–5th graders. By fifth grade, students are capable of using the library on their own because they have a working knowledge of the library computer system and the various organizational systems of the library.

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There is an “open door” policy for 3rd–5th graders. By fifth grade, students are capable of using the library on their own because they have a working knowledge of the library computer system and the various organizational systems of the library.

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DEVELOPING EMOTIONAL INTELLIGENCE AT THE WILLOWS THE YALE CENTER FOR EMOTIONAL INTELLIGENCE RULER APPROACH

We are excited to continue our implementation of the RULER program, an evidence-based approach to social and emotional learning from The Yale Center for Emotional Intelligence, that helps school communities integrate the teaching of emotional intelligence into daily life. RULER teaches five key emotional intelligence skills:

Recognizing emotions in ones and others Understanding the causes and consequences of emotions Labeling emotions with a nuanced vocabulary Expressing emotions in accordance with cultural norms and social context Regulating emotions with helpful strategies RULER integrates these skills into the academic curriculum and provides opportunities for students and all the key adults involved in their education – teachers, administrators, and family members – to learn and apply these skills. Decades of research shows that emotional intelligence is essential to effective teaching and learning, sound decision making, physical and mental health, and success in school and beyond. Research also shows that when schools and homes partner to support children’s emotional development, children not only feel better, but they do better.

In the 3rd-5th grade classrooms, teachers build upon the foundations of the RULER skills and the 4 Core tools students learned in the beginning years at The Willows. They take students deeper with the Feeling Words Curriculum and integrate literacy and character analysis with the RULER anchor tools. Teachers expand upon the Meta-moment, which is a unique process for effectively managing the space-in-time between the emotional trigger and the response. Students discuss effective strategies vs. ineffective strategies related to topics such as test taking, preparing for sports competitions or performances, etc.

Teachers help each student build and add to a students’ toolkit of regulating strategies. As peer relationships become more complex, teachers support students in solving problems, making good decisions, and resolving conflicts and challenges.

We’re proud to be a school community who understands that “emotions matter” and that how children feel has profound implications for learning, success, and wellbeing. Our goal is to equip The Willows children for success today, and for life.

MEDIA LITERACY

The goal of our Media Literacy program is to guide our students and others to better understand bias and develop the ability to determine credibility, so they are active participants and not passive consumers. We want our students to become thoughtful questioners–to be curious about the world around them and to let their questions guide their learning.

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We ensure that our students develop a foundation for critical thinking, understanding, and discourse, as well as responsible engagement with the media. We help them recognize false information and fake photos, distinguish fact form fiction, and become aware of false influences and propaganda. We encourage students to ask what information is being presented, how it is delivered, and whether it can be trusted.

In third through fifth grade, students take their inquiry further. They explore how photographs and other forms of media can be altered and manipulated. Students are introduced to strategies such as lateral reading, which encourages them to look beyond a single source and investigate information from multiple perspectives.

SCHOOL-WIDE THEME

Each school year since 2000-2001, our faculty and students come together across grade levels to explore a school-wide theme. Launched each fall, the annual theme is incorporated into curriculum through classroom projects, the arts, and athletics. Innovate is the 2026-2027 school-wide theme.

INTERSESSION

Cross-curricular connections and flexibility are key components of a Willows education. Intersession is a one-week, interdisciplinary, multi-age exploration of a single topic. Intersession provides an opportunity to explore a new thematic idea throughout the Lower School.

The theme is applied to the central academic subjects.

ASSESSMENT

The purpose of assessment at The Willows is twofold: to determine whether individual students are developing and mastering grade level skills at an age appropriate pace, and to identify ways our curriculum can be refined or differentiated to best meet our students’ needs.

Assessment encompasses a broad range of methods used to understand a student’s learning, progress, strengths, and areas of need. It can include formal, standardized measures and informal, qualitative sources of information.

Formal assessments may include standardized tests, norm-referenced measures, and structured reading or academic assessments that compare a student’s performance with established benchmarks or age- and grade-level norms.

Ongoing informal assessments conducted by teachers are part of everyday instruction. These may include classroom observations, participation and discussion, direct questioning, classwork, writing samples, projects, and other demonstrations of learning.

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The results of these comprehensive assessments are communicated to parents in a variety of ways.

Parent-teacher conferences are held in November, March, and June, and written evaluations are sent home before the first and final conferences. Each evaluation is comprised of several descriptive narratives on core subjects as well as social-emotional observations.

Beginning in fourth grade, conferences held in March are led by students. This is a unique opportunity for students to develop ownership and voice regarding their learning, as they share their perspective on their growth and goals going forward. Students are also at the forefront in leading yearly Exhibitions, where they have an opportunity to share projects with the school community, with an emphasis on process and making learning visible to others.

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THE WILLOWS MISSION STATEMENT

At The Willows, we believe each child brings our community an extraordinary gift: a curious mind, ready to explore and eager to learn. Our mission is to grow that gift by challenging our students to uncover meaning and significance in the world around them and to become capable, confident individuals who demonstrate character, engagement, and a joyful passion for creative inquiry across a lifetime.

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“ Our students develop critical thinking and problem solving skills to complement the foundational skills of reading, writing, and mathematics.”

–Lisa Rosenstein, Head of School